[Show abstract][Hide abstract]ABSTRACT:
Having used these activities within a global program of continuous evaluation during the past three years (Vilaplana et al., 2007; Vilaplana & Gomis, 2008), our overall assessment is positive. We have observed a number of advantageous results. For instance, students´ motivation increases as their duties are spread out during the duration of the subject; therefore they do not find themselves with accumulated workload prior to exams. This means that students can follow the subjects of Physics easier. Another advantage is the combined development of specific and generic competences. Each degree compiles the specific competences to be developed, as demanded by society. Their developments greatly depend on the active methodologies used in activities. In other words, the nature of these activities leads to an active student attitude. In brief, it is clear that it is possible to achieve a much more meaningful and integrated learning when continuous evaluation is used. Acknowledgment is also given to the design of activities based on active methodologies. Moreover, we have tested that development through one's own experience is much more helpful than learning through passive attendance. On the other hand, we have encountered some short backs when trying to reach our purposes. One of these is related to number of students that are enrolled in a subject. Large groups difficult the successful completion of these activities due to the excessive time needed. We have concluded that an adequate number of students would be around forty or fifty. Another challenging concern is the time needed by students to undertake each activity. Learning within the ECTS framework implies that we should take this aspect into account, and not overload students with excessive hours of work. Beside this, it is part of role of lecturers to change student habits of study. Therefore, institutions should make an effort in providing lecturers with adequate training, so that they can improve the required skills for their new role as facilitators and can gradually encourage their students to participate actively during lectures. Having mentioned the advantages and disadvantages we have reached to the conclusion that the use of continuous evaluation and active methodologies, as well as the change in lecturer role and the active participation of the students in the class, altogether make it possible to work in terms of competences. Continuous evaluation and active methodologies facilitate the generation of an adequate atmosphere for working in this way. To accomplish this, it is imperative that lecturers are trained for their new role as facilitators. These ingredients, when combined, will naturally drive students towards the accomplishment of

[Show abstract][Hide abstract]ABSTRACT:
Since the end of last century, competency based education has reappeared worldwide with great strength. Mexican educational reforms carried out in last decade in the whole educational system have one common element: a competency based curriculum. As it is occurring in other countries, Mexico is experienced a state of effervescence for competency based education. Yet confusion and uncertainty seem the distinctive seal in all those reforms. While it may be true that de definition of competency is polysemic and complex, there is not an unified theory for implementing competency based curriculum. If we added up to such situation the difficulties posed by assessment of learning under this approach, we might say that conditions are set up for a state of ambiguity and bewilderment as it happening nowadays at schools. The purpose of this paper is to contribute to the theoreical debate on assessment in competency based educaion and to and share some basic methodological tools that might help teacher improve their theoreical concepions and assessment pracices on competency based education.

12/2012;

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